通过逆境成长:幼儿教育工作者创伤后成长与幼儿执行功能的关系
Caron A C Clark1, Holly Hatton-Bowers2, Kimia Akhavein3
1Department of Educational Psychology, University of Nebraska-Lincoln, Lincoln, NE, United States.
Frontiers in psychology
|March 28, 2024
概括
创伤后成长的幼儿教育工作者表现出更好的儿童执行功能 (EF) 结果. 他们自己的不良童年经历 (ACE) 并没有直接影响孩子的EF,但创伤后的成长可能会增强支持性相互作用.
科学领域:
- 儿童发展 儿童发展
- 心理学 心理学 心理学
- 教育教育教育教育教育教育.
背景情况:
- 幼儿教育工作者 (ECE) 对于发展儿童的执行功能 (EF) 至关重要,这些功能对终身福祉至关重要.
- 许多ECE经历了不良的童年经历 (ACE),可能会增加压力并影响他们与儿童的互动.
- 在ACE之后的创伤后成长可以培养性和同理心,可能提高ECE支持儿童EF的能力.
研究的目的:
- 调查ECE的ACE与创伤后生长和他们照顾的儿童的执行功能 (EF) 之间的关系.
- 了解ECE与逆境和成长的个人经历如何影响其在培养儿童EF方面的有效性.
主要方法:
- 53名女性ECE完成了ACE和创伤后生长的自我报告措施.
- 父母对157名参加这些ECE课程的儿童 (年龄约为4.38岁) 的EF评价.
主要成果:
- ECE 的 ACE 与儿童的 EF 评分没有显著的关联.
- 高水平的ECE创伤后生长与父母报告的儿童EF困难较少有关,即使在控制ACE后也是如此.
结论:
- 儿童教育可以利用经历逆境所培养的应对技巧来模拟和促进儿童的EF.
- 为ECEs提供心理健康支持来处理创伤可能会增强他们为儿童的EF发展和整体福祉创造培养环境的能力.
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